Editorial JIE 50.1

Abstract

Redman-MacLaren et al. draw on a survey to explore Indigenous boarding student's levels of satisfaction with Queensland Department of Education's Transition Support Service (TSS) that provide assistance to remote-dwelling Indigenous students in the transition to boarding schools while Louth discusses findings from a longitudinal study that examined the impact of an educational aspirations programme. Norman et al. examine educator's perspectives of a school-based oral language and early literacy programme based on Aboriginal stories, knowledges and cultures while Williamson and Boughton discuss the impacts of an Aboriginal-led adult literacy campaign in Brewarrina, New South Wales. The next two papers focus on findings from the Longitudinal Study of Indigenous Children (ages 9–11) with Prehn et al. examining academic self-concepts of Aboriginal and Torres Strait Islander children, while Peacock and Prehn highlight the importance of Aboriginal Education Workers for decolonising and promoting culture in primary schools.